问题解决策略迁移研究
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摘要
本研究把心理模型视为领域知识与问题解决策略互动的中介,从心理模型的视角切入试图探究领域知识、心理模型与问题解决策略迁移的相关性,并力图为促进问题解决策略的迁移提供一些切实可行的教学建议。本论文共分七章:
第一章主要阐述了迁移的涵义、影响迁移的主要因素以及不同研究范式下的迁移机制观,并对迁移研究进行了回顾和展望。迁移作为一种基本的学习现象或人类认知的普遍特征,是学校教育的重要目标,一直以来都在教育心理学研究中占有十分重要的位置。目前,关于迁移机制观的研究已形成了行为/经验主义、认知/理性主义以及情境/实用主义三种研究范式,迁移研究正日益呈现出注重与问题解决整合等多种研究趋势。本研究遵循认知/理性主义的迁移研究范式,架起迁移研究与问题解决研究相整合的桥梁,力图去探讨学习者的领域知识以及基于领域知识的心理模型与问题解决策略选择与迁移的相关性。
第二章着重论述了问题、问题解决以及问题解决策略的涵义,并对问题解决中的认知过程以及当前问题解决策略研究的难题进行了简要的梳理,最后在此基础上阐述了问题解决研究的三条线路:生成问题解决方案、问题表征以及表征和解决方案的相互作用。而当前问题解决研究正日益呈现出问题表征研究与生成问题解决方案研究相融合的趋势。而本研究从心理模型的角度来研究问题解决策略的迁移也较好地体现了这一研究趋势。
第三章在回顾心理模型历史的基础上明确了心理模型的实质,并重点对心理模型与问题解决过程中表征与推理的关系进行了探讨。心理模型是一种特殊的包含命题表征和表象表征在内的综合性表征形式。它的适切性对问题解决至关重要:正确的心理模型有助于解决问题,且不同的心理模型往往决定了问题解决的难度;问题解决中的推理也依赖于心理模型,心理模型可以粗略地预测出问题解决中推理的过程和结果。而本研究也试图通过甄别个体在问题解决中的心理模型来进一步揭示其问题解决策略,以期实现问题解决策略的迁移。
第四章具体阐述了本研究的研究思路、任务与方法,其中包括研究目的、被试选择、实验任务与实验材料等,并阐明了口语报告法的合理性和有效性。
第五章是实证研究一,旨在探讨领域知识、心理模型与问题解决策略选择的相关性。在对研究问题、被试、研究材料与研究程序进行介绍的基础上,详细分析了被试领域知识的总体差异、领域知识对于心理模型建构的影响以及心理模型建构对于问题解决策略选择的影响。
第六章是实证研究二,旨在探讨领域知识、心理模型与问题解决策略迁移的相关性。在对研究问题、被试、研究材料与研究程序进行介绍的基础上,详细分析了被试在电动机实验的三项动手操作任务中的行为表现和口语报告,并得出了相关结论。
第七章阐述了本研究的最终的研究总结、研究的不足之处以及本研究对教育教学的启示。
The dissertation views mental models as the intermedia of domain-specific knowledge and problem-solving strategies, tries to explore the correlation among domain-specific knowledge, mental models and transfer of problem-solving strategies from the perspective of mental models, and provides some practicable instructional proposals for promoting transfer of problem-solving strategies. The dissertation is composed of seven chapters.
Chapter One mainly states the meaning of transfer, the main factors of making an impact on transfer and the views of mechanism of transfer under different research paradigms, and reviews the history of transfer research and looks forward to the future of transfer research. As a basic learning phenomenon or general character of human cognition, transfer is one of the main purposes of schooling, and always holds the very important position in the research of educational psychology. Nowadays, the research on the views of mechanism of transfer has formed three research paradigms: Behaviorist or empiricist paradigm, cognitive or rationalist paradigm and situative or pragmatist-sociohistoric paradigm. Research on transfer more and more presents the trend of the integration research of transfer and problem-solving. The dissertation follows the cognitive or rationalist paradigm, builds a bridge between transfer research and problem-solving research, and tries to explore the correlation among domain-specific knowledge, mental models and strategy selection and transfer in problem-solving.
Chapter Two presents the meaning of problem, problem-solving and problem-solving strategies, introduces the cognitive processes in problem solving and the present research difficulty of problem-solving strategies, and elaborates three paths of problem-solving research: Generating a solution, problem representation and the interplay between representation and solution. The present research on problem solving more and more takes on the trend of the integration research of problem representation and solution generation. The dissertation explores the transfer of problem-solving strategies from the perspective of mental models, which embodies this research trend.
Chapter Three clarifies the nature of mental models on the basis of the review of the history of mental models, discusses the relationship between mental models and representation and reasoning in problem-solving. Mental models are the kind of synthetical representation, which may consist of any combination of propositional or imaginal representations. The appropriateness of mental models is vital to problem solving: Correct mental models contribute to problem solving, different mental models decide the difficulty of problem solving. Reasoning in problem-solving depends on mental models, which could roughly predict the process and results of reasoning in problem solving. The dissertation tries to open out the problem-solving strategies by identifying the individual's mental models in problem solving in order to achieve the transfer of problem-solving strategies.
Chapter Four illustrates research thinking, tasks and methods of this dissertation, including research goal, subject selection, experimental tasks and materials. Also, this chapter elaborates the rationality and validity of verbal protocol analysis.
Chapter Five concerns the first empirical research, aims to explore the correlation among domain-specific knowledge, mental models and strategy selection in problem-solving. Based on the introduction of the research problems, subjects, research materials and procedures, the dissertation analyzes the differentiation of the subjects' domain-specific knowledge, the effects of domain-specific knowledge on mental models and mental models on the selection of problem-solving strategies.
Chapter Six concerns the second empirical research, aims to explore the correlation among domain-specific knowledge, mental models and strategy transfer in problem-solving. Based on the introduction of the research problems, subjects, research materials and procedures, the dissertation analyzes the subjects' performance and verbal reports in three tasks of the electric motor experiment, and puts forward the relevant conclusions.
Chapter Seven summarizes the conclusions of the whole research, and points out some disadvantages of this research and the significance to educational practice.
第一章主要阐述了迁移的涵义、影响迁移的主要因素以及不同研究范式下的迁移机制观,并对迁移研究进行了回顾和展望。迁移作为一种基本的学习现象或人类认知的普遍特征,是学校教育的重要目标,一直以来都在教育心理学研究中占有十分重要的位置。目前,关于迁移机制观的研究已形成了行为/经验主义、认知/理性主义以及情境/实用主义三种研究范式,迁移研究正日益呈现出注重与问题解决整合等多种研究趋势。本研究遵循认知/理性主义的迁移研究范式,架起迁移研究与问题解决研究相整合的桥梁,力图去探讨学习者的领域知识以及基于领域知识的心理模型与问题解决策略选择与迁移的相关性。
第二章着重论述了问题、问题解决以及问题解决策略的涵义,并对问题解决中的认知过程以及当前问题解决策略研究的难题进行了简要的梳理,最后在此基础上阐述了问题解决研究的三条线路:生成问题解决方案、问题表征以及表征和解决方案的相互作用。而当前问题解决研究正日益呈现出问题表征研究与生成问题解决方案研究相融合的趋势。而本研究从心理模型的角度来研究问题解决策略的迁移也较好地体现了这一研究趋势。
第三章在回顾心理模型历史的基础上明确了心理模型的实质,并重点对心理模型与问题解决过程中表征与推理的关系进行了探讨。心理模型是一种特殊的包含命题表征和表象表征在内的综合性表征形式。它的适切性对问题解决至关重要:正确的心理模型有助于解决问题,且不同的心理模型往往决定了问题解决的难度;问题解决中的推理也依赖于心理模型,心理模型可以粗略地预测出问题解决中推理的过程和结果。而本研究也试图通过甄别个体在问题解决中的心理模型来进一步揭示其问题解决策略,以期实现问题解决策略的迁移。
第四章具体阐述了本研究的研究思路、任务与方法,其中包括研究目的、被试选择、实验任务与实验材料等,并阐明了口语报告法的合理性和有效性。
第五章是实证研究一,旨在探讨领域知识、心理模型与问题解决策略选择的相关性。在对研究问题、被试、研究材料与研究程序进行介绍的基础上,详细分析了被试领域知识的总体差异、领域知识对于心理模型建构的影响以及心理模型建构对于问题解决策略选择的影响。
第六章是实证研究二,旨在探讨领域知识、心理模型与问题解决策略迁移的相关性。在对研究问题、被试、研究材料与研究程序进行介绍的基础上,详细分析了被试在电动机实验的三项动手操作任务中的行为表现和口语报告,并得出了相关结论。
第七章阐述了本研究的最终的研究总结、研究的不足之处以及本研究对教育教学的启示。
The dissertation views mental models as the intermedia of domain-specific knowledge and problem-solving strategies, tries to explore the correlation among domain-specific knowledge, mental models and transfer of problem-solving strategies from the perspective of mental models, and provides some practicable instructional proposals for promoting transfer of problem-solving strategies. The dissertation is composed of seven chapters.
Chapter One mainly states the meaning of transfer, the main factors of making an impact on transfer and the views of mechanism of transfer under different research paradigms, and reviews the history of transfer research and looks forward to the future of transfer research. As a basic learning phenomenon or general character of human cognition, transfer is one of the main purposes of schooling, and always holds the very important position in the research of educational psychology. Nowadays, the research on the views of mechanism of transfer has formed three research paradigms: Behaviorist or empiricist paradigm, cognitive or rationalist paradigm and situative or pragmatist-sociohistoric paradigm. Research on transfer more and more presents the trend of the integration research of transfer and problem-solving. The dissertation follows the cognitive or rationalist paradigm, builds a bridge between transfer research and problem-solving research, and tries to explore the correlation among domain-specific knowledge, mental models and strategy selection and transfer in problem-solving.
Chapter Two presents the meaning of problem, problem-solving and problem-solving strategies, introduces the cognitive processes in problem solving and the present research difficulty of problem-solving strategies, and elaborates three paths of problem-solving research: Generating a solution, problem representation and the interplay between representation and solution. The present research on problem solving more and more takes on the trend of the integration research of problem representation and solution generation. The dissertation explores the transfer of problem-solving strategies from the perspective of mental models, which embodies this research trend.
Chapter Three clarifies the nature of mental models on the basis of the review of the history of mental models, discusses the relationship between mental models and representation and reasoning in problem-solving. Mental models are the kind of synthetical representation, which may consist of any combination of propositional or imaginal representations. The appropriateness of mental models is vital to problem solving: Correct mental models contribute to problem solving, different mental models decide the difficulty of problem solving. Reasoning in problem-solving depends on mental models, which could roughly predict the process and results of reasoning in problem solving. The dissertation tries to open out the problem-solving strategies by identifying the individual's mental models in problem solving in order to achieve the transfer of problem-solving strategies.
Chapter Four illustrates research thinking, tasks and methods of this dissertation, including research goal, subject selection, experimental tasks and materials. Also, this chapter elaborates the rationality and validity of verbal protocol analysis.
Chapter Five concerns the first empirical research, aims to explore the correlation among domain-specific knowledge, mental models and strategy selection in problem-solving. Based on the introduction of the research problems, subjects, research materials and procedures, the dissertation analyzes the differentiation of the subjects' domain-specific knowledge, the effects of domain-specific knowledge on mental models and mental models on the selection of problem-solving strategies.
Chapter Six concerns the second empirical research, aims to explore the correlation among domain-specific knowledge, mental models and strategy transfer in problem-solving. Based on the introduction of the research problems, subjects, research materials and procedures, the dissertation analyzes the subjects' performance and verbal reports in three tasks of the electric motor experiment, and puts forward the relevant conclusions.
Chapter Seven summarizes the conclusions of the whole research, and points out some disadvantages of this research and the significance to educational practice.
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